Publication Date
| In 2025 | 1 |
| Since 2024 | 1 |
Descriptor
| Academic Achievement | 1 |
| Academic Persistence | 1 |
| College Entrance Examinations | 1 |
| Grade 9 | 1 |
| Grade Point Average | 1 |
| Grades (Scholastic) | 1 |
| Grading | 1 |
| Graduation | 1 |
| High School Teachers | 1 |
| Outcomes of Education | 1 |
| Scores | 1 |
| More ▼ | |
Author
| Elaine Allensworth | 1 |
| Roy McKenzie | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Grade 9 | 1 |
| High Schools | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRoy McKenzie; Elaine Allensworth – American Educational Research Journal, 2025
We identify systematic differences in ninth-grade teachers' effects on students' course grades in their class (ninth-grade grade value-add), their persistent effects on students' grades in the same subject of the next grade (tenth-grade grade value-add, representing effectiveness at academic preparation), and mismatch between the grades they give…
Descriptors: Grading, Grades (Scholastic), Value Added Models, High School Teachers
